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研究生: 黃靖婷
HUANG, CHING-TING
論文名稱: 虛擬情境化線上同步學習對參與者擬社會人際互動與學習結果之影響
The Effects of Virtualizing an Online Synchronized Instruction on Participant’s Para-Social Interaction and Learning Results
指導教授: 王健華
Wang, Chang-Hwa
陳宥瑄
Chen, Yu-Hsuan
口試委員: 王健華
Wang, Chang-Hwa
陳宥瑄
Chen, Yu-Hsuan
周遵儒
Chou, Tzren-Ru
口試日期: 2023/06/13
學位類別: 碩士
Master
系所名稱: 圖文傳播學系
Department of Graphic Arts and Communications
論文出版年: 2024
畢業學年度: 112
語文別: 中文
論文頁數: 101
中文關鍵詞: 線上同步學習虛擬情境擬社會人際互動學習動機學習成效
英文關鍵詞: synchronous online learning, virtualizing environment, para-social interaction, learning motivation, learning outcomes
研究方法: 準實驗設計法
DOI URL: http://doi.org/10.6345/NTNU202400451
論文種類: 學術論文
相關次數: 點閱:123下載:12
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  • 隨著網際網路的興盛與新型冠狀疫情的爆發,線上同步學習(Synchronous Online Learning)已然成為當今教育中不可或缺的學習模式。然而,互動性不足為當今線上同步學習中所面臨的重要課題。許多研究證實藉由虛擬學習情境中產生之擬社會人際互動對參與者之學習結果具有積極影響,然而,多數研究僅針對離線遊戲式教材進行探討,鮮少有研究探討將虛擬情境運用於線上同步學習中。是以,本研究於線上同步學習中,在參與者熟悉的傳統遠距學習平台內建置虛擬情境,探討參與者在學習過程中產生之擬社會人際互動對於學習結果影響。本研究採準實驗法進行實驗設計,以30名新北市某私立大學大三、大四學生為研究對象,實驗組採虛擬情境化線上同步學習,對照組採傳統遠距線上同步學習。學習過程中以問題導向學習模式(Problem-Based Learning)進行學習流程,並以「擬社會人際互動量表」、「線上學習情境之學習動機量表」及「淡古文化學習成效測驗量表」作為研究工具。研究結果發現:一、虛擬情境化線上同步學習對參與者之擬社會人際互動具有顯著影響。二、線上同步學習中,參與者之擬社會人際互動對學習動機具有顯著影響。三、線上同步學習中,參與者之擬社會人際互動對學習成效並無顯著影響。本研究結果提供後續線上同步課程設計建議,應增加課堂互動性以提升參與者之學習動機,並審慎評估學習內容與流程以改善學習成效。

    With the universal of Internet and the impact of the Covid-19, “synchronous online learning” has become a trend of learning method in current education system. However, the lack of interaction is an important issue in synchronous online learning nowadays. Many studies have confirmed that the para-social interaction produced in virtual learning environment can improve learning outcomes, but most studies only focused on digital offline game learning materials, few studies have applied the virtual environment to online synchronous learning. Therefore, in this study, a virtual environment is built in the traditional distance learning platform familiar to the participants, investigating the influence of learners' para-social interaction on learning outcomes. This study used quasi-experiment design method and 30 college students were chosen as the study samples. The experimental group used virtual environment for online synchronous learning. The control group used traditional distance learning platform for online synchronous learning. The problem-based learning model was used to design the online learning process in the experiment, and the "Audience–Persona Interaction Scale", "Learning Motivation Scale for Online Learning Scale" and "Tamsui ancient culture learning outcomes scale" were used as a research tool. The research results found that: 1. virtualizing an online Synchronized Instruction has a significant impact on participants' para-social interaction. 2. In online synchronous learning, participants' para-social interaction has a significant impact on learning motivation. 3. In online synchronous learning, participants' para-social interaction has no significant impact on learning outcomes. The results of this study provide suggestions for the design of online synchronous courses. Interaction should be increased to enhance participants' learning motivation, and learning content and processes should be carefully evaluated to improve learning outcomes.

    謝誌 i 摘要 ii Abstract iii 表次 vi 圖次 vii 第壹章 緒論 1 第一節 研究背景與動機 1 第二節 研究目的與問題 5 第三節 名詞解釋 6 第四節 研究範圍與限制 8 第五節 研究流程 9 第貳章 文獻探討 10 第一節 線上同步學習 10 第二節 虛擬學習情境 16 第三節 擬社會人際互動 21 第參章 研究設計 26 第一節 研究架構 26 第二節 研究方法 27 第三節 研究對象 28 第四節 研究工具 28 第五節 學習內容設計 36 第六節 研究實施 47 第七節 資料處理與分析 51 第肆章 研究結果與討論 52 第一節 參與者於虛擬情境化與傳統遠距線上同步學習中擬社會人際互動之差異分析 52 第二節 參與者擬社會人際互動對學習動機影響分析 57 第三節 參與者擬社會人際互動對學習成效影響分析 61 第伍章 研究結論與建議 66 第一節 研究結論 66 第二節 未來研究建議 70 參考文獻 72 附錄一 研究工具使用授權證明 80 附錄二 擬社會人際互動量表 82 附錄三 線上學習情境之學習動機量表 84 附錄四 淡古文化學習成效測驗量表 87 附錄五 淡古文化學習單內容 91 附錄六 訪談綱要 101

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